Action Plan Progress

After meeting with my site supervisor, my principal, no changes have been made at this time.

My blog comments have me thinking about my questionnaires, as well as the research population.  This does not change the action plan since I have complied all the students that qualify for the research.  The criteria is being economically disadvantaged and having two teachers in a core subject.  I do, however, have to rethink the teachers I will choose for the study.  This will not hinder my TAKS data collection.

I will be working hard until the break and then I must get some rest.  When we return to school in the new year, I will need to be in high gear.

Please keep your comments coming!!!!!

MY PLAN

ACTION RESEARCH PROJECT PROCESS

• How does the co-teach classroom effect the achievement of students who have low socioeconomic status?

SETTING THE FOUNDATION –

Through collaboration or during staff, department, and team meetings with our principal and other key stakeholders, the issue of student achievement for our low SES populations was identified as a key area of concern. Team and department meetings also discussed the effectiveness of the co-teach model for instruction as an area of research for this year.

ANALYZING DATA –

The concern for improving the achievement gap for low SES stemmed from the development of the CIP:

District Goal I:

• Accelerate TAKS gains for economically disadvantaged, African American, and Hispanic students to reduce the achievement gap

Campus Goals:

• All students will be proficient on all subjects of the 2011 TAKS test.
• Increase 6^th grade proficiency: +20% - math and reading
• Increase 7^th grade proficiency: +21% math and reading: + 30% writing
• Increase 8^th grade proficiency: + 26% math and 21% reading; +30% science

Since Low Socioeconomic students are most likely to “hit” our disaggregated data in three or more categories, focusing on the performance of this group should raise the performance of all sub-populations in all goal areas.

The co-teach has been beneficial for the implementation of special education services.

DEVELOPING DEEPER UNDERSTANDING –

Teachers invested in the co-teach model, along with administration were given the opportunity to provide feedback about this research project. The majority felt the research was needed to make good decisions in the future and that the pros outweighed the cons. A meeting with the district instructional coach in the co-teaching model will be interviewed to in an effort to collect any information already collected about the process in similar situations.

ENGAGE IN SELF-REFLECTION –

• Will teachers see this research as another evaluation of their performance?
• Will all teachers participate in the survey and give honest feedback?
• Will the teachers assist in giving the survey or view as another “to-do”?
• Will the students take time and reflect on their experience in the co-teach classroom?
• Will other assist in data collection and analysis if help is needed?
• Will administration make drastic changes to staff numbers based on the data collected?
• Will teachers welcome the feedback and any criticisms – positive and negative – that may be given?
• Will I burn out collecting and analyzing the data?
• Will I be able to stay focused and true to the goal of the research?

EXPLORING PROGRAMMATIC PATTERNS –

After talking with my principal, site supervisor, other administration members, and several key teachers involved in the co-teach model, it was discovered that this project will only lead to valuable information to improve our program. We may needed to regroup and change some things based on the collected data. Strong mental attitude and campus support are essential to the completion of this project.

DETERMINING DIRECTION –

In order to move forward toward implementation of the action research, the following questions must be answered?

A. Are you clear on what you are attempting to solve (your research questions)? YES

B. Have you adequately addressed the skills and questions? YES

C. Have you established a collaborative approach to the issue? YES

D. Are your time-lines realistic? YES

E. Do you have a reasonable plan to monitor the project? YES

F. Do you have a reasonable plan for determining the level of success – how do you evaluate if the plan is effective? #1 Goal is to obtain the data desired about student achievement.

G. How will you revise and improve the plan based on monitoring and evaluation? I must always keep in mind this project is a process and improvements can be made at any time.

TAKING ACTION FOR SCHOOL IMPROVEMENT –

A committee of peers may be created to help with the action research project as this topic is of interest to others on campus. I will develop develop a written plan of

action to guide the process. After monitoring checks throughout the project, the end results will be summarized in a report to share with others. The action research project regarding the achievement of low SES students will be important to all campus members and will be discussed with all.

SUSTAIN IMPROVEMENT –

During my action research project I will strive to stayed focused on the positive areas of the data collected. The outstanding findings will be celebrated with the entire campus. These will be powerful building blocks for the future. Any information that can be used to make the system of co-teaching better and more effective is appreciated and welcomed. The skills gained through this process with help me grow as an individual and as a leader.

 

Action Planning Template
Goal: How does the co-teach classroom effect the achievement of students who have low socioeconomic status?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1. Determine the teaching pairs from which students will be analyzed. Choose the students that qualify to be part of the study.	Aimee Swann	11/29/2010 - 12/10/2010	Updated teaching assignments (Registrar) Teacher Portal – data collection program that identifies student demographics.	Low SES students in co-teach classes compare to data of students with one of co-teach instructors in a traditional setting.
2. Gather data on the prior year TAKS testing results for all students involved in the study. Can also pull benchmark data in	Aimee Swann	12/10/2010 - 01/14/2011	Teacher Portal Information from cumulative folder for any new students not in teacher portal May need additional information from Registrar	TAKS from 2000-2010 and 2010-2011 will be compare to determine if, and by how much achievement levels changed.
3. Research published information on co-teaching; see if any campuses have completed any similar work.	Aimee Swann	01/03/2010-01/14/2010	Set up meeting with district co-teaching instructional coach	See how other schools have been successful or challenged with the co-teach model of instruction.
4. Survey students and teachers on co-teach model. Disaggregate information collected.	Aimee Swann	01/18/2011-02/18/2011	Students in co-teach classes Teachers of core classes Advisory teachers – to give out and collect student surveys	Research student and teacher feelings on the co-teach model.
5. Collect final data on BM and TAKS Results for students in survey population.	Aimee Swann; School principal, site supervisor	03/01/2011-05/13/2011	Set up meeting with district co-teaching instructional coach	Compare initial data with final results of 2010-2011* *Analyzing data using first administration of TAKS